Base Nacional Comum Curricular: caminhos e descaminhos da proposta institucional da educação brasileira para o desenvolvimento humano

Abstract

This bibliographic and documentary investigation, affiliated with the Research Line: Theories of Education and Pedagogical Processes, of the Graduate Program in Education of the Pontifical Catholic University of Goiás, is based on the Historical-cultural Theory of Materialist Historical Dialectical nature, aiming, essentially, to analyze what have been the perspectives of learning and development according to the scientific productions from 2019 to 2021 regarding the National Curricular Common Base (BNCC) in the light of the Historical-Cultural Theory (THC)? In order to obtain a fruitful research, we intend to study the historical trajectory of Brazilian Education from colonial times to the context of the construction of the BNCC, contemplating the origins, foundations and conception of learning and development according to THC; the definition and legal frameworks that supported the elaboration of that base and, we end with the analysis of academic productions on the subject published in 2019 and 2021 under the critical eye of THC. Thus, the production arising from the research was presented in three interrelated chapters, respectively: The trajectory of Brazilian education and the context of construction of the BNCC; The Cultural-Historical Theory: Foundations and Perceptions; Common National Curricular Base: paths and paths in human formation and development. Due to the fact that the research was produced during the initial period of implementation of the BNCC in schools and also by the Coronavirus Pandemic that settled around the world, bringing a delicate and troubled moment due to social isolation, we were unable to collaborate with quantitative data on the applicability of the new curriculum guidelines in schools. However, the perspectives showed that this subject demands a lot of reflection, as supported by studies by researchers, the analyzes indicate that marks of a limited training still need to be overcome. Therefore, it appears that the developments of this new phase of Brazilian education will be very important to evaluate the educational process in the coming years. If we are going to have an education that meets the legitimacy of rights and duties, research, knowledge and human formation, that is, an education with quality, equity and promotion of social justice, only future investigative and scientific studies will be able to offer the dimension of this scope.